Tran+LMF+Analysis

//Learning Motivation and Fun//
 When I was thinking about what to say for my own Learning, Motivation & Fun Story (LMF) video, I thought that what made the experience fun for me, such as having a great instructor, would also be a factor for others. Then I wondered if the factors varied for different age groups, so I decided to focus on early experiences and those later in life. Half of the videos that I watched were of experiences that occurred from age two to nine and the other half were mid-40's to 60's. From these videos, I came up with the following five generalizations about what makes learning fun and engaging:


 * 1) //**To have an engaging learning experience, it begins with the instructor.**//  Al66attributed his fun tango lessons to the personality of his dance instructor, while Peter162stated that his Math Curriculum & Instruction professor was “captivating” – using beans and cylinders, instead of formulas, to discuss volume. Trevor103's panning for gold experience was made possible by his teacher who was creative enough to transform a sandbox into the 1850's gold rush. For Judy188, her teacher made snorkeling fun during her Hawaiian vacation. Therefore, regardless of the setting, whether at a school or recreational activity, the instructor plays an important role in creating an engaging atmosphere.
 * 2) //**Students have more fun (and can gain a better understanding) when they can manipulate objects.**// Ardis32and Adam57talked about their hands-on experiences with ceramics and welding/pottery, respectively. Imagine if you could only watch and listen as the instructor showed you how to make a vase, but never allowed you to try it yourself. How fun would that be? Janice120's father understood that, which is why on their nature walks, they would “collect roots from sassafras trees to make tea.” Students have different learning styles, so they should be able to see, hear, and touch.
 * 3) //**If the learning topic is unrelated to academia, then the experience is more likely to be fun.**// The majority of the videos that I watched (14 out of 20, 70%) were about recreational or physical activities. Barbars131's experience was about the choir, while Suzanne153and Ryan173discussed horseback riding and skateboarding, respectively. Those who were in the minority cited reasons other than topic as the source of a fun learning experience. For example, Rose142received candy for learning the multiplication table. Thus, although core academic teachers need to adhere to standards and present lessons that may not be as fun, they need to be aware of other factors that they __can__ control to engage students.
 * 4) //**Social interaction makes learning fun!**// Ardis32enjoyed “visiting with the friends that you make at a class,” while Holly31expressed her musical group as “all in it together.” It can be scary or awkward to learn something new, but having someone to go through the experience with you can make it seem less so. Only 10% (2 out of 20) of the videos that I watched had no other students present during the learning. Manuel90learned about designing a website by watching short videos. Since he could learn on his own over the weekend, he didn't want to spend three to six months in a community college course with other students. But, for the most part, having a friend, whether new or old, can positively enhance a learning experience.
 * 5) //**Successful experiences lead to more engagement.**// Evaluation is an important phase of instructional design, so it makes sense that feedback is also important in the learning process. Arvick155 remembers that when she learned how to dance, “it was fun to be praised for the way I was performing.” Krystyna182started out learning how to ski with one lesson. Then she decided to return the next day for another lesson with the same instructor. She states, “the next day was very successful, too, so I decided to go again... and again!” which led to more lessons over a period of 14 days. Thus, positive feedback and small successes make learning fun. They also encourage students to keep trying to do better.

//**Implications**// Consider the following quote:

“ I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration....” --Haim Ginott I try to remember this quote when interacting with students. I remember what it was like to be in middle school. Not every class is fun, so in my own classroom, I try to make math more fun by transforming my sink area into the Splash Zone at Sea World for an imaginary field trip. My students also partake in making their own “nets” to help them figure out surface area and I reward students with candy, stickers, and other prizes for good grades on tests. I provide small instances for students to master their skills (practice problems in class, homework, and quizzes) so that they can feel successful before tackling the big test. Even though I currently incorporate some of these generalizations, I also need to keep in mind that what makes a learning experience fun for one student may not necessarily be fun for another. With regards to design work in the corporate world, there are similarities. My students are a younger group, but that shouldn't matter when trying to train and instruct adults. Through this assignment, I have come to the conclusion that the age of your students does not alter the factors of a fun and engaging learning experience. Each of my five generalizations contains examples from both age groups.